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The National College's work on new models and partnerships

We have been working with our partners and school leaders to explore and evaluate alternative models of leadership. These pages bring together much of the learning to date.

Research

In 2007, the University of Manchester was commissioned to carry out new research into different models of leadership and their impact. The research reached the following conclusions:

  • Research to date in this area only provides a partial account of developments on the ground.
  • The local context is important in the adoption and development of new leadership structures.
  • Schools are varying their leadership structures to help them cope with an increasingly complex environment.
  • Innovative and traditional approaches are found together in the same institution.
  • Some staff find structural changes increase the pressure on them whilst others see them as liberating.
  • The policy environment is fluid and the pace of change rapid.

And, from 2006-08, we partnered with the Innovation Unit to develop the Next Practice in System Leadership project. This project involved working with 16 groups of schools and other partners (field trial sites) to develop new models of collaborative leadership and governance.

For further information see:

Leadership Models and Partnerships Programme

Our Leadership Models and Partnerships Programme (LMAP) helps schools, academies and local authorities consider different models of leadership and governance. LMAP aims to inspire and enable fit for purpose models of leadership that reflect local context and circumstances. The programme intends to build capacity in local authorities and support schools with advice, training, workshops, connections to other schools and local authorities working on similar issues, practical tools and resources.

LMAP is working to raise awareness of how new models of leadership and partnership:

  • produce better outcomes
  • capture and pass on new and interesting examples of practice
  • carry out and share research

The programme uses a ‘local solutions’ approach and is being supported regionally by a team of expert model consultants. You can also apply for our free, individually tailored support service if you are considering a new or different model of school organisation or partnership. Find out more about this service.

Partner agencies

  • The Department for Education leads on the development of policy in all areas relating to alternative models of leadership.
  • The Training and Development Agency for Schools (TDA) is leading on remodelling the whole of the school workforce which has widespread implications for leadership models.
  • The Specialist Schools and Academies Trust (SSAT) is actively engaged in exploring different models of leadership through its work with academies and trust schools. Additionally, many of SSAT’s members are adopting innovative solutions, which are reflected in published case studies and materials. SSAT also offers training for experienced heads, which looks specifically at system and executive leadership.
  • The School Teacher’s Review Body (STRB) is responsible for examining and advising on conditions of employment and has taken evidence from a number of sources, including the Workforce Agreement Monitoring Group. One of the STRB’s recommendations, published in 2008, suggested increased recognition for those headteachers working across the wider system.

For further information see:

Other areas of our work that impact on models of leadership

  • National leaders of education (NLEs) already work in school-to-school leadership by managing their own schools or academies but also supporting others.
  • The development of school business managers.
  • Working with schools and local authorities to develop systematic approaches to address the high numbers of heads retiring in the next few years. In many cases this involves alternative models such as co-headship, executive headship and federations.
  • Publications and resources on school-to-school leadership and other related topics.

For further information see: